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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE: 

Evaluate a skills development proposal 
SAQA US ID UNIT STANDARD TITLE
242871  Evaluate a skills development proposal 
ORIGINATOR
SGB Public Administration and Management 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 03 - Business, Commerce and Management Studies Public Administration 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 5  Level TBA: Pre-2009 was L5  8 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 		 2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2027-06-30  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This unit standard replaces: 
US ID Unit Standard Title Pre-2009 NQF Level NQF Level Credits Replacement Status
14538  Evaluate a training proposal  Level 4  NQF Level 04  8   

PURPOSE OF THE UNIT STANDARD 
This Unit Standard is intended for all people who have the task of evaluating skills programmes. This Standard describes the competencies, which will be needed by practitioners in skills development to enable them to evaluate a series of work-related learning events and/or learner-ships within the structured workplace or learning context within their occupational competence.

The qualifying learner will be able to:
  • Identify the most appropriate option for evaluating a training proposal.
  • Develop a viable action plan for the evaluation of a proposal.
  • Conduct the evaluation of the training proposal according to the action plan.
  • Report on the strengths and shortcomings of the training proposal.
  • Propose possible improvements to the proposal.
  • Analyse the evaluation exercise. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    In order to access this unit standard the learner will need a Matric or equivalent certificate and demonstrated competence in Communication at NQF level 4. 

    UNIT STANDARD RANGE 
    The following statements provide a general guide to the scope and complexity of the competence expected of a practitioner:
  • Learners are required to demonstrate that they can perform the specific outcomes with understanding and reflexivity. However, at this level they will be consciously following a set of "rules" or principles, which inform what they do, rather than using their own initiative.
  • The learner is required to demonstrate the competencies described in this Standard in the context of skills development.
  • The specific outcomes should be performed in line with an established method of evaluating a proposal. At this level the learner should be able to describe one alternative method, to explain how his/her evaluation plan would differ if he/she used it and to justify his/her choice of method.
  • At this level, practitioners are not expected to draw on or integrate insights from beyond their occupational and ETD competences. 
    		•

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Identify the most appropriate option for evaluating a training. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The different options/methods of evaluating a training programme are identified with their relative advantages and disadvantages illustrated in a table. 

    ASSESSMENT CRITERION 2 
    The most appropriate option/method is chosen for the proposal to be evaluated. 

    ASSESSMENT CRITERION 3 
    The reason why a particular option/method was chosen is given in relation to the intended outcomes of the evaluation. 

    ASSESSMENT CRITERION 4 
    Typical requirements for distinguishing between evaluation methods are explained with reasons. 

    SPECIFIC OUTCOME 2 
    Develop a viable action plan for the evaluation of a proposal. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The action plan is drawn up based on the chosen evaluation method ensuring that all steps are implemented. 

    ASSESSMENT CRITERION 2 
    The action plan is explained to all parties involved regarding their roles and responsibilities pertaining to the plan. 

    ASSESSMENT CRITERION 3 
    Provision is made for the action plan to be amended if necessary. 

    ASSESSMENT CRITERION 4 
    Management and administrative process for planning, leading, monitoring and controlling proposal plans are described and understood in the contexts of skills development and public sector policy. 

    SPECIFIC OUTCOME 3 
    Conduct the evaluation of the skills development proposal according to the action plan. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The evaluation is conducted in line with the action plan. 

    ASSESSMENT CRITERION 2 
    Action is taken to ensure the participation of all relevant stakeholders and role players. 

    ASSESSMENT CRITERION 3 
    The action plan and evaluation is adapted if necessary. 

    ASSESSMENT CRITERION 4 
    Focus is placed on the intended outcomes/standards of the proposal to see whether the proposal will enable the outcomes to be attained successfully. 

    SPECIFIC OUTCOME 4 
    Report on the strengths and shortcomings of the skills development proposal. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    A report is written on the proposal outlining the way in which the proposal will enable the attainment of the objectives, as well as where the proposal is regarded as inadequate in that regard. 

    ASSESSMENT CRITERION 2 
    The proposed success rate of the proposal is taken into account. 

    ASSESSMENT CRITERION 3 
    The target audience of the report is taken into account when the report is drafted so as to make it understandable to all interested parties. 

    ASSESSMENT CRITERION 4 
    The report is in the format most acceptable to the context of the proposal. 

    SPECIFIC OUTCOME 5 
    Propose possible improvements to the proposal. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Reasons why the proposal needs improving or modifying are given by referring to the identified weaknesses in the proposal. 

    ASSESSMENT CRITERION 2 
    Amendments are proposed indicating what the new outcomes are expected to be based on the original proposal outcomes. 

    ASSESSMENT CRITERION 3 
    The roles of all parties/people in the revised plan are outlined before implementation. 

    ASSESSMENT CRITERION 4 
    Cost, resource and time implication of amendments is explained and understood. 

    SPECIFIC OUTCOME 6 
    Analyse the evaluation exercise. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The positives and negatives of the evaluation plan are identified so as to improve future evaluation exercises. 

    ASSESSMENT CRITERION 2 
    Areas for improvement in applying the evaluation are identified for future use. 

    ASSESSMENT CRITERION 3 
    The evaluation method is evaluated against other methods, which were considered for the exercise to determine whether or not the most appropriate method was in fact used. 

    ASSESSMENT CRITERION 4 
    Evaluation results are recorded in a lessons learned database. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Anyone assessing a learner against this Unit Standard must be registered as an assessor with the relevant ETQA.
  • Any institution offering learning that will enable achievement of this Unit Standard must be accredited as a provider with the relevant ETQA or with an ETQA that has a Memorandum of Understanding with the relevant ETQA.
  • Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines in the relevant qualification and the agreed ETQA procedures.
  • Therefore anyone wishing to be assessed against this Unit Standard may apply to be assessed by any assessment agency, assessor or provider institution, which is accredited by the relevant ETQA. 
    		•

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    The learner must demonstrate a working understanding of the statutory, regulatory and other frameworks affecting the provision of public sector services to the extent relevant to manage own work performance in a public sector workplace. These frameworks include, but are not limited to:
  • Batho Pele.
  • Public Service Act.
  • Public Finance and Management Act.
  • Municipal Finance Management Act.
  • Constitution.
  • Preferential Procurement Act.
  • Access to information Act.
  • Black Economic Empowerment Act.
  • Labour Relations Act.
  • Employment Equity Act.
  • Basic Conditions of Employment Act.
  • Acts specific to the public sector organizational context of the learner.

    The Learner must demonstrate an understanding of relevant organisational requirement relevant to manage own work performance in a public sector workplace, which requirements include, but are not limited to:
  • Human resource development strategies, policies and guides.
  • Information sources.
  • Information flow within the organisation.
  • Internal organisation policy, procedure and guidelines.
  • Information requirements.
  • Information security. 
    		•

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems using critical and creative thinking processes to evaluate a training proposal. 

    UNIT STANDARD CCFO WORKING 
    Learners are able to work effectively with others as a member of a team, group, organization or community in order to gather all the necessary information required to evaluate a training proposal. 

    UNIT STANDARD CCFO ORGANISING 
    Learners are able to organize and manage themselves and their activities responsibly and effectively in order to ensure that all customer-related tasks are completed to evaluate a training proposal. 

    UNIT STANDARD CCFO COLLECTING 
    Learners are able to collect, analyse, organise and critically evaluate information relating to the contractual and statutory factors that affect the capacity to respond appropriately to evaluate a training proposal. 

    UNIT STANDARD CCFO COMMUNICATING 
    Learners are able to communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written persuasion to provide timely, satisfactory and appropriate responses to evaluate a training proposal. 

    UNIT STANDARD CCFO SCIENCE 
    Learners are able to use science and technology effectively and critically in responding appropriately to evaluate a training proposal. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Learners are able to demonstrate an understanding of the world as a set of interrelated systems by recognizing that problem-solving contexts do not exist in isolation and that both organisational and statutory requirements will have an affect on the provision of appropriate responses to evaluate a training proposal. 

    UNIT STANDARD CCFO CONTRIBUTING 
    Participating as responsible citizens in the life of local, national and global communities by evaluating a training proposal. 

    UNIT STANDARD ASSESSOR CRITERIA 
    N/A 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015. 

    UNIT STANDARD NOTES 
    This unit standard replaces unit standard 14538, "Evaluate a training proposal", Level 4, 8 Credits. 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  57805   National Certificate: Public Sector Employment and Skills Development Practices  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  PSETA 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    NONE 


    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.